French 101 Lab 2 - Greetings and Introductions - Novice Low

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your language, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

Salutations et présentations

Description:

Students will have a "Meet and Greet Party." They will pretend to be someone else, like "Shakira" and introduce and greet another person. This will help them practice introducing themselves, greeting someone, and answering how they feel. They will also learn greetings for different times of the day.

Proficiency Level:

Novice Low/Mid

Keywords:

 Introductions, Greetings, Time of Day, Places

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.
  • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the francophone world.
  • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of francophone cultures and their own

Idaho State World Language Standards:

  • COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions. 
  • COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
  • COMP 1.1: Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

  • I can say hello and goodbye to someone my age or younger, my professor, an adult, or someone I don't know.
  • I can introduce myself and others.
  • I can respond to an introduction. 
  • I can greet and take leave from someone using polite rehearsed behaviors.

Materials Needed:

Person cards12 famous/everyday people from the Francophone speaking world.  Printed & Laminated

Time of Day Cards: Printed & Laminated

Warm up cards: Printed & Laminated

Rencontrer et Saluer  (Google Slides Presentation)

Would you like to make changes to the materials? Access the template(s) below:

- Person Cards (Canva template, free account required)

- Time of Day Cards(Canva template, free account required)

- Warm up Cards (Canva template, free account required)

Warm-up

1. Begin by introducing the "Can-Do's" and displaying the Rencontrer et Saluer presentation on the projector screen. 

1. First ask the students “Bonjour? Comment-allez vous? Je suis/vais___. Aujourd'hui nous allons pratiquer les introductions”

2. Distribute the red and blue warm up cards amongst the students. “Voici une conversation entre deux personnes. Essayez de les mettre en ordre.”  Model putting the cards in order. Have the students work together to put the cards in order. Then ask two students to “play out” the situation.

Distribuez les cartes «Warm up» rouges et bleues aux étudiants. Montrez-leur comment mettre les cartes dans le bon ordre. Les étudiants devront travailler en équipe afin de mettre en ordre les cartes. Ensuite, demandez aux étudiants de jouer le rôle indiqué sur les cartes.

3.Brainstorm with the students by asking them how to say hi, bye, etc and write them on the whiteboard. They can use these as a cheat sheet during the main activity: 

Échangez avec les étudiants en leur demandant comment on dit bonjour, au revoir, etc. et demandez-leur de l’écrire sur le tableau blanc. Les étudiants pourront utiliser le tableau comme aide-mémoire lors de l’activité principale:

Greeting: Bonjour, Bonsoir, Salut, Coucou, (Faire la bise)

Goodbye: Au revoir, Ciao, Salut, À plus tard, À bientôt, À la prochaine, Bonne journée, Bonne soirée

How is it going: (Comment) ça va? Quoi de neuf? Comment allez-vous/vas-tu? Tu vas/vous allez bien?

Nice to Meet You: Enchanté, Plaisir de faire votre connaissance, Ravi de vous rencontrer 

You can also explain “la bise” in France. Show them the map with the different regions and how many kisses they give depending on where they are in the country. 

Main Activity

1. Have students pick a card with a time of day (this will determine if we use "Bonjour/Bonsoir"). 

Choisissez une carte avec une période de la journée (cela permettra de déterminer si l’on utilise “Bonjour/Bonsoir”).

2. Have each student pick a card with a person. This is the person the students will introduce themselves as and pretend to be.

Chaque étudiant doit choisir une carte. Il s’agira de la personne que l’étudiant devra présenter et prétendre être.

3. Do steps 1 and 2 yourself to show the students what they will be doing. 

Faites les étapes 1 et 2 afin de démontrer aux étudiants ce qu’ils devront faire. 

4. Have students converse (greetings, introductions, basic questions) as if they were in the scenario, walking around the room. The students should make sure to be aware of whether the person they are talking to requires an informal or formal response.

Demandez aux étudiants de converser entre eux tout en jouant leur rôle. Les étudiants doivent s’assurer de parler de manière formelle ou informelle, selon la personne à qui il/elle s’adresse. 

5. Once everyone has had an opportunity to practice, trade the cards.

Lorsque tous les étudiants auront eu l’opportunité de converser, échanger les cartes.

Wrap-up

Quel est votre mot ou votre phrase préféré pour dire "bonjour?"

Quel est votre mot ou votre phrase préféré pour dire "au revoir?"

End of lab:

  • Can-Do statement check-in... “Where are we?”
  • Read can-do statements and have students evaluate their confidence. 
  • Encourage students to be honest in their self evaluation
  • Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can say hello and goodbye to someone my age or younger, my professor, an adult, or someone I don't know.
  • I can introduce myself and others.
  • I can respond to an introduction. 
  • I can greet and take leave from someone using polite rehearsed behaviors.



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